English Language Enhancement and the Good Practice Principles
The Griffith English Language Enhancement Strategy
Presenter:
Nicole Brigg
Griffith English Language Institute
AIEC October 2010
Overview of the session
1. Overview of the Griffith English Language Enhancement Strategy
2. Context, rationale & related research
3. The English Language Enhancement Course
 development
 implementation
 challenges & successes
 mapping to the Good Practice Principles
 research
1. Overview of the Griffith English Language Enhancement Strategy
Before your degree
Griffith
UniPrep
An intensive 3week program
delivered prior
to each
semester for
students with
unconditional
offer.
Provides the
language skills
essential for
successful
tertiary studies
in English.
During your degree
English
Language
Enhancement
Course
(ELEC)
Credit-bearing,
embedded, and
disciplinespecific.
Finishing your degree
English
HELP
Student
Linx
IELTS4grads
Free disciplinespecific English
language
support for all
degree
program
students.
Social
immersion
experiences.
Promotes
social and
intellectual
interaction,
encouraging
the
establishment
and building of
useful ties
across
languages,
cultures and
countries.
Subsidised
IELTS ‘exit test’
at end of
degree.
Students
completing a
full degree at
Griffith can sit
an IELTS test
at 50% of
normal test fee.
Group
workshops &
individual
consultations
with GELI
tutors.
Adapted from http://www.griffith.edu.au/griffith-english-language-institute/university-initiatives
2. Context and rationale

Birrell report (2006)

AEI National Symposium (2007)

DEEWR Good Practice Principles (2008)
Context and Rationale

2007 Audit of all English language support mechanisms across the
whole university undertaken in the lead up to AUQA audit in 2008

Established an English Language Working Party (2008) to develop
English language support initiatives for international students

Membership: DVC (Academic), PVC (international), Secretariat,
International Office, academics, School of Languages & Linguistics,
Griffith English Language Institute

Developed and implemented the Griffith English Language
Enhancement Strategy
Good Practice Principles for English Language Proficiency
for International Students in Australian Universities
1. Universities are responsible for ensuring that their students are sufficiently competent in the
English language to participate effectively in their university studies.
2. Resourcing for English language development is adequate to meet students’ needs throughout
their studies.
3. Students have responsibilities for further developing their English language proficiency during their
study at university and are advised of these responsibilities prior to enrolment.
4. Universities ensure that the English language entry pathways they approve for the admission of
students enable these students to participate effectively in their studies.
5. English language proficiency and communication skills are important graduate attributes for all
students.
6. Development of English language proficiency is integrated with curriculum design, assessment
practices and course delivery through a variety of methods.
7. Students’ English language development needs are diagnosed early in their studies and
addressed, with ongoing opportunities for self-assessment.
8. International students are supported from the outset to adapt to their academic, sociocultural and
linguistic environments.
9. International students are encouraged and supported to enhance their English language
development through effective social interaction on and off campus.
10. Universities use evidence from a variety of sources to monitor and improve their English language
development activities.
DEEWR December 2008
Recent research in discipline-specific support

The impact of English language proficiency and workplace readiness on
the employment outcomes of tertiary international students (Arkoudis,
Hawthorne, Baik, O’Loughlin, Leach, Bexley, 2009)

Improving academic outcomes of undergraduate ESL students: the case
for discipline-specific academic skills programs (Baik & Greig, 2009)
English Language Enhancement Course (ELEC)






Mandatory for all UG international students with IELTS<7
Optional domestic CALD* students
Delivered in student’s first semester of UG study
Offered on all campuses in semester 1 and 2
Common delivery standards, learning outcomes, content & assessment
Co-delivered by LAL & GELI (2 hours lectures: 2 hours tutorials)
*culturally and linguistically diverse
Department name (edit in View > Header and Footer...)
3. English Language Enhancement Course

Credit-bearing:
- 10 credit points
- not an additional requirement
- no extra time to complete

Embedded:
- first semester of all UG degrees
- complicated program rule changes

Discipline-specific:
- sub-committee devised the recommended criteria and intended
learning outcomes
- working parties within each broad discipline were consulted
- four course outlines devised and approved
Development: Intended Learning Outcomes
1. To develop the communicative competence (grammatical, sociolinguistic,
discourse, strategic) in English of students in an academic and specific
disciplinary context, including producing, interpreting, analysing and
participating in text. Text refers to authentic spoken or written discourse
in a particular genre.
2. To raise student awareness of features and expectations of the
Australian tertiary system that underpin English language practices in
Australian universities as it fits within the broader Australian cultural
context.
3. To ensure students are aware of their responsibility to continue to
develop their English language skills throughout the course of their
degree program.
Implementation


Establishing of partnership between the Griffith English Language
Institute (GELI) and the School of Languages and Linguistics (LAL)
Project managers from each appointed to:
 Consult with working parties from each of the 4 Groups and
create course outlines for Business; Health; SEET; Arts & Social
Sciences
 Discipline-specific nature of content (Development teams)
 Embedding of some ExcelL intercultural communication skills
role-plays
 Recruiting and training of tutors
 Text book
Challenges & successes
Challenges:
 Lecture vs tutorial hours and minimum numbers for each (1200 sts)
 Working across elements (LAL/GELI)
 Communication channels between the newly appointed LAL coordinator,
the other two newly appointed lecturers, the GELI coodinator & 25 tutors
 Multicampus challenges
 Communication between the convenors of the 4 courses and the tutorial
development team
 Time to develop material
 Discipline-specific yet common outcomes so as to be comparable across
all four streams
 Variables in the student cohort: differing proficiency levels; differing
academic skills backgrounds
Challenges & successes
Successes:
 All enrolment systems, student identification systems and exemption
application systems worked very well
 Material development teams (Convenor, RA, GELI tutor)
 LAL/GELI relationship producing further useful cooperative ventures
 Significant interest from other Australian institutions
 An encouraging degree of buy-in from academic units across the
university
 Significant growth in international students accessing other GELES
strategies and support services
 Euphoria associated with the successful launch of a new and innovative
Higher Education program
Griffith’s Response to the Good Practice Principles
1
2
3
4
Universities are responsible for ensuring that their
students are sufficiently competent in the English
language to participate effectively in their university
studies.
Resourcing for English language development is
adequate to meet students’ needs throughout their
studies.
Students have responsibilities for further developing
their English language proficiency during their study
at university and are advised of these responsibilities
prior to enrolment.
Universities ensure that the English language entry
pathways they approve for the admission of students
enable these students to participate effectively in their
studies.
Minimum English language entry requirements are set.
UniPrep
EnglishHELP
ELEC
GELES funded through the DVC(A)
ELEC is funded through FPOS
Griffith has committed financially over 6 years for the other
strategies
Embedded in ELEC
Encouraged via EnglishHELP tutors
Emphasised at orientation
Promoted on information sites on the web
A full review undertaken during 2009 and
recommendations implemented in 2010
Monitoring of pathway providers
Pathway providers requiring their students to undertake
UniPrep
Results of Capstone research correlated against entry
pathways
5
English language proficiency and communication
skills are important graduate attributes for all
students.
6
Development of English language proficiency is
integrated with curriculum design, assessment
practices and course delivery through a variety of
methods.
7
Students’ English language development needs are
diagnosed early in their studies and addressed, with
ongoing opportunities for self-assessment.
ELEC
Workshops by Career and Employment Services
IELTS4grads subsidy
Student Linx
ELEC
GELI staff involved in GIHE IoC working party
ELEC delivered in students’ first semester
Diagnostic testing of ELEC students
Amber Alert Assessment
8
International students are supported from the outset
to adapt to their academic, sociocultural and
linguistic environments.
ExcelL embedded in ELEC
EnglishHELP “Find Your Voice Across Cultures”
workshops
Student Linx
9
International students are encouraged and
supported to enhance their English language
development through effective social interaction on
and off campus.
Student Linx
Community Engagement officer appointed by GBS
Community Engagement officer appointed by Griffith
International
10
Universities use evidence from a variety of sources
to monitor and improve their English language
development activities.
Research group for ELEC
IELTS4Grads data collected
Student and tutor surveys
ELEC research aims





To measure change in English language proficiency of international
students who undertake ELEC
To measure change in educational outcomes by international students
who undertake ELEC
To demonstrate that an ELEC improves the above when implemented as
an early intervention strategy
To investigate the correlation between language proficiency, language
achievement and overall academic outcomes.
To investigate the cohorts’ experiences in engaging in learning English in
terms of their motivation, investment and outcomes (qualitative).
ELEC research methodology
Cohort 1 S2 2009: Non-ELEC students
Cohort 2 S2 2010: ELEC students





IELTS pre first semester
IELTS post first semester
Qualitative interviews
IELTS at degree exit
Correlation against GPAs
References
Arkoudis, S., Hawthorne, L., Baik, C., Hawthorne, G., O'Loughlin, K., Leach D., Bexley, E . (2009). The impact of English language proficiency and
workplace readiness on the employment outcomes of tertiary international students. Retrieved on May 5 2010, from
http://www.cshe.unimelb.edu.au/people/staff_pages/Arkoudis/ELP_Executive_Summary.pdf
Baik, C., Greig, J. (2009). Improving the academic outcomes of undergraduate ESL students: the case for discipline-based academic skills programs.
Higher Education Research and Development, 28 (4), 401-416.
Berry, B., & Lewkowicz, J. (2000). Exit-tests: Is there an alternative? Hong Kong Journal of Applied Linguistics, 5(1), 19-49.
Birrell, B. (2006). Implications of low English standards among overseas students at Australian universities. People and Place, 4 (4), 53-64.
Birrell, B., Hawthorne, L., & Richardson, S. (2006). Evaluation of the General Skilled Migration Categories. Canberra: Commonwealth of Australia.
Birrell, B., Healy E. & Kinnaird B. (2007). Cooks Galore and Hairdressers Aplenty. People and Place, 15(1), 30-44.
Borbasi, S., Johnson, G., Wyatt-Smith, C., Haugh, M., Humphreys, P. (2009) Evaluating the effect of a for-credit English language enhancement course
on international students at a large Australian university. Unpublished internal grant application, Griffith University.
Bretag, T. (2007). The emperor's new clothes: yes, there is a link between English language competence and academic standards. People & Place,
15(1), 13-21.
Commonwealth Department of Education Employment & Work Relations. (2008). Good Practice Principles for English Language Proficiency for
International Students in Australian Universities – Final Report. Retrieved May 5 2009, from
http://www.deewr.gov.au/HigherEducation/Publications/Pages/GoodPracticePrinciples.aspx
Elder, C. & O'Loughlin, K. (2003). Score gains on IELTS after 10-12 weeks of intensive English study. IELTS Research Reports, 4, 62-87.
English Tested. (2009, January 28). The Australian. Retrieved February 17 2010, from http://www.theaustralian.com.au/higher-education/letters/englishtested/story-e6frgcox-1111118680938
Griffith University. (2009a). University initiatives. Retrieved May 18 2009, from http://www.griffith.edu.au/griffith-english-language-institute/universityinitiatives
Griffith University. (2009b). English Language requirements for entry to Griffith University, Retrieved March 1 2009, from
http://www.griffith.edu.au/ua/aa/sta/admission/requirements/home.html
Harvey, L. (2000). New realities: the relationship between higher education and employment. Tertiary Education & Management, 6, 3-17.
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Market. World Scientific Press: Singapore.
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http://www.theaustralian.com.au/higher-education/universities-told-to-boost-english-programs/story-e6frgcjx-1225828473695
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http://rel.sagepub.com/cgi/content/abstract/38/1/1
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